This is a complete lesson teaching children how to identify, read and write the ‘y’ grapheme of phase 3 phonics. This lesson introduces the ‘y’ grapheme and the sound that it makes. It is designed to be the TWENTY-FIFTH lesson in a complete course of phase 3 lessons that build on prior learning from phase 2. In phase 3 of phonics, children learn that multiple letters (digraphs and trigraphs) can make one sound. They also meet some of the less common letters and the sounds they make. They continue to practise segmenting and blending CVC (consonant - vowel - consonant) words, CCVC and CVCC words as well as some longer, phonetically-decodable words. These lessons follow on from the phase 2 phonics lessons where the most commonly used letters and sounds are learned and children practise segmenting and blending mostly CVC (consonant - vowel - consonant) words. These lessons are designed to teach children how to read and write by practising the skills of identifying, segmenting and blending. Each lesson includes all the information, games, videos and activities needed teach each phase 3 sound. PLEASE CHECK THE NOTES SECTION ON EACH SLIDE FOR EXTRA TIPS AND IDEAS FOR TEACHING PHONICS PHASE 3. It is recommended that you teach these lessons in the following order as the lessons build on prior learning: ai air ar ch ear ee er igh j ng oa oi oo (long) oo (short) or ow qu sh th ur ure v w x y zz The presentation includes: √ Learning objective and success criteria √ Phase 3 phonics sound mat √ Review slides for phase 2 phonics √ Games, videos and activities introducing the sound √ Segmenting and blending reading activities √ Segmenting and blending writing activities PLEASE NOTE - Please look at the ‘notes’ section of the PowerPoint for additional information about each slide. These include teaching tips, ideas and further explanations. This lesson is also suitable for being delivered remotely through online learning with very few adaptations. It could combine very well with platforms such as Pear Deck and Nearpod.

This is a complete lesson teaching children how to identify, read and write the ‘zz’ digraph of phase 3 phonics. This lesson introduces the ‘zz’ digraph and the sound that it makes. It is designed to be the TWENTY-SEVENTH lesson in a complete course of phase 3 lessons that build on prior learning from phase 2. In phase 3 of phonics, children learn that multiple letters (digraphs and trigraphs) can make one sound. They also meet some of the less common letters and the sounds they make. They continue to practise segmenting and blending CVC (consonant - vowel - consonant) words, CCVC and CVCC words as well as some longer, phonetically-decodable words. These lessons follow on from the phase 2 phonics lessons where the most commonly used letters and sounds are learned and children practise segmenting and blending mostly CVC (consonant - vowel - consonant) words. These lessons are designed to teach children how to read and write by practising the skills of identifying, segmenting and blending. Each lesson includes all the information, games, videos and activities needed teach each phase 3 sound. PLEASE CHECK THE NOTES SECTION ON EACH SLIDE FOR EXTRA TIPS AND IDEAS FOR TEACHING PHONICS PHASE 3. It is recommended that you teach these lessons in the following order as the lessons build on prior learning: ai air ar ch ear ee er igh j ng oa oi oo (long) oo (short) or ow qu sh th ur ure v w x y zz The presentation includes: √ Learning objective and success criteria √ Phase 3 phonics sound mat √ Review slides for phase 2 phonics √ Games, videos and activities introducing the sound √ Segmenting and blending reading activities √ Segmenting and blending writing activities PLEASE NOTE - Please look at the ‘notes’ section of the PowerPoint for additional information about each slide. These include teaching tips, ideas and further explanations. This lesson is also suitable for being delivered remotely through online learning with very few adaptations. It could combine very well with platforms such as Pear Deck and Nearpod.

Do your children still struggle to know where to place full stops? Do they understand the differences between the various components of sentences: subjects, verbs, objects, prepositional phrases, adverbs and adverbial phrases, co-ordinating conjunctions, subordinating conjunctions? Can they distinguish between complex, compound and simple sentences? Or between different types of nouns (pronouns, proper nouns, common nouns) and different types of verbs (modal verbs, being verbs, infinitives, continuous verbs etc.)? All this is covered in this ultimate sentence construction grammar lesson. Help your children begin to really understand what makes a sentence and not just a phrase. Help them understand where to place full-stops and how to use these different sentence components to make their writing more descriptive and interesting. This resource is a PowerPoint presentation which contains all the information slides and consolidation activities you need to teach children how to contruct powerful, descriptive and grammatically correct sentences! The presentation includes: √ Learning objective √ Success criteria √ Starter activity - AFL (Where should the full stops go?) √ Information and explanation slides √ Shared/ whole class consolidation activities for each learning point √ Independent, differentiated activities (3 difficulty levels) √ Activities reviewing relevant prior learning √ Answer slides √ Plenary activity What does this lesson cover exactly? A starter activity allowing teachers to assess children’s current understanding of where to place full stops. The subject of a sentence is the one that does the verb. The subject usually (but not always) comes in front of the verb and almost all sentences have a subject (except for commands where the subject may be implied as ‘you’). The subject will be some form of noun (pronoun, proper noun, common noun etc.) Differentiated consolidation activity - identify the subject in these sentences All clauses must have a verb (otherwise they are just a ‘phrase’). Verbs may be action/ doing words or ‘being’ verbs (is, are, am, was, were, will be etc.) Verbs tell us the tense of a clause. If a sentence has just one clause, it is a simple sentence but clauses can be joined together to make compound and complex sentences using conjunctions. There are two main types of conjunction: subordinating conjunctions which join a subordinating clause to a main clause to add extra information about the main clause and coordinating conjunctions which join two main clauses together. There are only seven coordinating conjunctions (for, and, nor, but, or, ye PLEASE NOTE - Please look at the ‘notes’ section of the PowerPoint for additional information about each slide. These include teaching tips, ideas and further explanations. This lesson is also suitable for being delivered remotely through online learning with some slight adaptations. It could combine very well with platforms such as Pear Deck and Nearpod.

This lesson is for you if… You are looking for a lesson teaching children cases of gift giving in history (The Legend of the Trojan Horse, the Statue of Liberty, Faberge eggs etc.) You prefer to teach interesting and engaging lessons rather than straight out of a textbook You don’t want to spend hours and hours of your free time planning You are environmentally conscious so would rather not print tons of worksheets The PowerPoint presetation includes everything you need to deliver an outstanding lesson covering part 1.2 of the Cambridge, Stage 7, Global English curriculum (Making Connections - It’s better to give than to receive). This resource is designed to support teaching and learning but does NOT include any of the original Cambridge materials. It is simply based on the same learning objective and so can be used by teachers following that curriculum. It can also be used by anyone wanting to teach learners about famous cases of gift giving in history, particularly the story the The Trojan Horse which is told in full during the lesson. It includes: √ Starter activity √ Learning objective and success criteria √ Lesson input/ information slides √ Shared/ whole class consolidation activities √ Differentiated independent activities √ Extension tasks √ Review of relevant prior learning √ Speaking, listening, reading, writing & grammar activities √ All answer slides √ Plenary activity Learning Objective: To read and comprehend a text written in the past simple (The Trojan Horse). Success Criteria: I can distinguish between regular and irregular verbs. I can identify the regular and irregular past tense forms of verbs. I can listen to and understand a story. I can retell an Ancient Greek legend (The Trojan Horse) in the past tense. I can describe some famous gifts that were given in the past. The activities in the lesson include: Listening to and retelling a story using drawings (starter) A review of verbs and their roles in sentences, distinguishing between regular and irregular verbs etc. Differentiated grammar task - identifying the past tense verb forms (3 levels) Writing task - retelling of the story Peer review activity Grammmar task - mistake spotter (plenary) There’s no need to print anything - students can complete their activities in their notebooks, on whiteboards or by discussing as a class/ in groups. The lesson includes a variety of engaging tasks and activities to suit the needs of different learners (ordering, reasoning, labeling, matching-up, filling-in-the-blanks, speaking, writing tasks etc.). PLEASE NOTE - Please look at the ‘notes’ section of the PowerPoint for additional information about each slide. These include teaching tips, ideas and further explanations. This lesson is also suitable for being delivered remotely through online learning with some slight adaptations. It could combine very well with platforms such as Pear Deck and Nearpod.

This lesson is for you if… You are teaching the Cambridge Global English Stage 7 Curriculum You prefer to teach interesting and engaging lessons rather than straight out of a textbook You don’t want to spend hours and hours of your free time planning You are environmentally conscious so would rather not print tons of worksheets The PowerPoint presetation includes everything you need to deliver an outstanding lesson covering part 1.1 of the Cambridge, Stage 7, Global English curriculum (Making Connections - Meeting and Greeting). It includes: √ Starter activity √ Learning objective and success criteria √ Lesson input/ information slides √ Shared/ whole class consolidation activities √ Differentiated independent activities √ Extension tasks √ Review of relevant prior learning √ Speaking, reading, writing & grammar activities √ All answer slides √ Plenary activity Learning Objective: LO: To explore ways of meeting and greeting others in different cultures Success Criteria: I can distinguish between formal and informal ways of greeting others. I can identify which phrases are used when I meet others and which are used when leaving them. I can read, understand and write paragraphs about greetings in other cultures. I know that the pronoun ‘you’ can be used to mean 'people in general’. I can determine what preposition should be used with certain actions. There’s no need to print anything - students can complete their activities in their notebooks, on whiteboards or by discussing as a class/ in groups. The lesson includes a variety of engaging tasks and activities to suit the needs of different learners (ordering, reasoning, labeling, matching-up, filling-in-the-blanks, speaking, writing tasks etc.). PLEASE NOTE - Please look at the ‘notes’ section of the PowerPoint for additional information about each slide. These include teaching tips, ideas and further explanations. This lesson is also suitable for being delivered remotely through online learning with some slight adaptations. It could combine very well with platforms such as Pear Deck and Nearpod.

This resource includes everything you need to teach children grades 3 to 6 how to write fantastic setting descriptions. The resource is a PowerPoint presentation lesson complete with: √ Learning objective √ Success criteria √ Starter and plenary activities √ Review of relevant prior learning √ Teaching input/ information slides √ Examples of good setting descriptions & feature identification tasks √ Speaking, listening, reading and writing tasks √ Explanations and examples of how to use each structural and language feature in your own setting descriptions √ Differentiated consolidation tasks (3 levels) √ Whole class, paired, group and independent activities √ Support slides for struggling/ younger learners √ Feature checklists √ Writing inspiration Learning Objective: To identify the features of and write my own setting description Success Criteria: I can explain what a setting is. I can read and understand a setting description. I can identify the structural features of a setting description (paragraphs, most obvious details described first, describes what can be seen, heard, felt, smelt etc.) I can identify the language features of a setting description (fronted adverbials, powerful verbs, adjectives, adverbs, figurative language, onomatopoeia etc.) I can write my own setting description. I can check my work against a feature checklist. Lesson details: Starter activity - Reviewing what is a setting Review of revelant prior learning - Where do we find setting descriptions in a story? What tense are stories usually written in? What are similes and metaphors? -Speaking & listening task - drawing a setting activity + evaluation of setting description discussion Teaching input/ information slides - setting descriptions describe what we can see, hear, feel and smell in a place Reading task - example of a good setting description Consolidation activity - structure of a setting description Consolidation task (differentiated 3 levels) - organising statements from description into correct order Input - language features of powerful descriptions (fronted adverbials, powerful verbs adjectives, adverbs, conjunctions etc.) + consolidation activities (differentiated 3 levels - rainbow writing ) Whole class writing task (model/ shared write) Independent writing task (writing stimuli included) Differentiated feature checklist for each ability level (3 levels) Plenary - adjectives game PLEASE NOTE - Please look at the ‘notes’ section of the PowerPoint for additional information about each slide. These include teaching tips, ideas and further explanations. This lesson is also suitable for being delivered remotely through online learning with some slight adaptations. It could combine very well with platforms such as Pear Deck and Nearpod.

This resource is a phonics phase 2 sound mat. It is great for children learning how to read and write and shows the full set of phase 2 letters in the order that they are typically learnt. In phase 2 of phonics, children meet many of the letters of the alphabet and the sounds that they make. They learn how to identify the initial, middle and end sound in CVC (consonant - vowel- consonant) words in preparation for learning how to segment and blend.They start to decode words into the sounds they know in order to start reading as well as encode sounds into letters in order to begin writing. As they progrss through phase 2 of phonics, they will start writing simple sentences composed of phonetically decodable and high-frequency words. Please check out my complete phase 2 Phonics Lesson PowerPoints with activities. Here is a free lesson for you to try - https://www.tes.com/teaching-resource/phonics-phase-2-complete-lesson-activities-letter-n-free-12930734 Here is a bundle containing the complete course of phase 2 phonics lessons at a discounted price - all the resources you need to teach your children phase 2 of phonics and get them reading and writing! https://www.tes.com/teaching-resource/complete-phase-2-phonics-lessons-bundle-all-the-resources-you-could-ever-need-to-start-teaching-children-how-to-read-and-write-12949891

This resource is a phonics phase 3 sound mat. It is great for children learning how to read and write and shows the full set of phase 3 letters, digraphs and trigraphs. In phase 3 of phonics, children learn that multiple letters (digraphs and trigraphs) can make one sound. They also meet some of the less common letters and the sounds they make. They continue to practise segmenting and blending CVC (consonant - vowel - consonant) words, CCVC and CVCC words as well as some longer, phonetically-decodable words. Please check out my complete phase 3 Phonics Lesson PowerPoints with activities. Here is a free lesson for you to try - https://www.tes.com/teaching-resource/phonics-phase-3-complete-lesson-activities-ai-digraph-free-12824943 Here is a bundle containing all my lessons which teach the phase 3 phonics digraphs and trigraphs at a discounted price -https://www.tes.com/teaching-resource/phonics-phase-3-digraphs-and-trigraphs-lessons-and-activities-complete-bundle-worth-pounds-57-00-12835017

This resource is a word mat showing the full list of high-frequency words/ sight words/ tricky words taught to children in EYFS as part of learning to read and write. High frequency words (AKA tricky/ sight words) are words which appear with great frequency in the English language and so are necessary to learn early on in the process of learning to read and write. What makes them ‘tricky’ or ‘sight’ words is that they are often not phonetically decodable and so children must simply learn to recognise them by sight. If you are teaching children how to read and write, check out my phase 2 and phase 3 phonics lessons - all the resources and activities you need to cover all of phase 2 and phase 3 phonics. FREE Phase 2 phonics lesson (letter n) - https://www.tes.com/teaching-resource/phonics-phase-2-complete-lesson-activities-letter-n-free-12930734 FREE Phase 3 phonics lesson (ai sound) - https://www.tes.com/teaching-resource/phonics-phase-3-complete-lesson-activities-ai-digraph-free-12824943 Here is a bundle containing a full set of phase 2 phonics lessons - PowerPoint presentations complete with games and activities: https://www.tes.com/teaching-resource/complete-phase-2-phonics-lessons-bundle-all-the-resources-you-could-ever-need-to-start-teaching-children-how-to-read-and-write-12949891 Here is a bundle containing all my lessons which teach the phase 3 phonics digraphs and trigraphs at a discounted price -https://www.tes.com/teaching-resource/phonics-phase-3-digraphs-and-trigraphs-lessons-and-activities-complete-bundle-worth-pounds-57-00-12835017

This resource includes everything you need to teach children grades 3 to 6 how to write non-chronological reports. It includes examples, lists of features to include, details for a modelled/ shared writing task and an independent, consolidation writing task. The resource is a PowerPoint presentation lesson complete with: √ Learning objective √ Success criteria √ Starter activity - grammar task √ Review of relevant prior learning √ Teaching input/ information slides √ Examples from non-chronological report texts √ Speaking, listening, reading and writing tasks √ Feature checklist for non-chronological reports √ All answer slides √ Plenary Learning Objective: LO: To plan and write a non-chronological report Success Criteria: I can structure my non-chronological report correctly and with appropriate headings and subheadings. I can fill my report with relevant and accurate facts. I can use the correct tense and write in third person. I can include an introduction and key information box. I can use generalisers, technical vocabulary, formal language and factual adjectives. Lesson details: Differentiated starter activity (3 levels) - Verbs and tenses task (review of relevant prior learning, grammar task) Teaching input - covering the following: What does non-chronological mean? What’s the difference between fiction and non-fiction? What structural features will we find in a non-chronological report? What tense is a non-chronological report usually written in? What is the purpose of a non-chronological report? What language features of a non-chronological report can you list? Example of a non-chronological report introduction Teaching input - structure of an introduction Teaching input - language features of a non-chronological report, explanations, examples and consolidation tasks for these features (present tense, third person, generalisers, technical vocabulary, factual adjectives, formal language) Modelled/ shared write task- Introduction for a report Independent consolidation task Example of a non-chronological report paragraph Feature checklist Plenary - Assessment of learning task This lesson can be a stand-alone lesson showing the features of a non-chronological report but it can also be part of a bundle of three lessons teaching children how to write non-chronological reports. This is lesson one of three. Lesson 1 - Identify the features of non-chronological reports and examine example texts Lesson 2 - Conduct own research into a topic and present findings (https://www.tes.com/teaching-resource/-13117269) Lesson 3 - Write own non-chronological report PLEASE NOTE - Please look at the ‘notes’ section of the PowerPoint for additional information about each slide. These include teaching tips, ideas and further explanations. This lesson is also suitable for being delivered remotely through online learning with some slight adaptations. It could combine very well with platforms such as Pear Deck and Nearpod.

This lesson can be used as part of a unit on non-chronological reports OR it can be used as a stand-alone lesson teaching children how to conduct research and present their findings to the class. This resource includes everything you need to teach children grades 3 to 6 how to conduct research into a topic, make detailed and informative notes and then present their findings to the class in a clear and concise manner. The resource is a PowerPoint presentation lesson complete with: √ Learning objective √ Success criteria √ Starter activity √ Review of relevant prior learning (fact and opinion) √ Teaching input/ information slides √ Two research tasks (one historical and one present day) √ Speaking, listening, reading and writing tasks √ Differentiated research support slides √ Tips for taking notes, presenting findings, speaking and listening well √ Presentation plan examples √ Answer slides √ Plenary activity Learning Objective: LO: To conduct research and create a presentation on a particular topic Success Criteria: I can use multiple sources to find out information about a given topic. I can make useful notes as part of my research. I can use present my findings to others in a clear and concise way. I can make listen carefully and make notes on a presentation. Lesson details: Starter activity - Fact or opinion? Game to engage learners in research task - twenty questions Teaching input - how to conduct research Historical research task (dinosaurs topic) Speaking and listening task - class mind-map + suggestions Differentiated research support (questions to answer etc.) Preset day research task (disasters topic) Speaking and listening task - class mind-map + suggestions Differentiated research support (questions to answer etc.) Example presentation plans for both topics Hints and tips for speaking/ presenting and listening/ note-taking Plenary - Assessment of learning task This lesson can be a stand-alone lesson teaching children how to conduct research into a topic and then present their findings. It can ALSO be part of a bundle of three lessons teaching children how to write non-chronological reports. This is lesson two of three. Lesson 1 - Identify the features of non-chronological reports and examine example texts (https://www.tes.com/teaching-resource/non-fiction-lesson-features-of-a-non-chronological-report-teaching-powerpoint-with-activities-13116858) Lesson 2 - Conduct own research into a topic and present findings Lesson 3 - Write own non-chronological report PLEASE NOTE - Please look at the ‘notes’ section of the PowerPoint for additional information about each slide. These include teaching tips, ideas and further explanations. This lesson is also suitable for being delivered remotely through online learning with some slight adaptations. It could combine very well with platforms such as Pear Deck and Nearpod.

Before children try to write a non-chronological report, they need to know what one looks like, they need to know how it should be set out and they need to know what features to include. This resource includes everything you need to teach children grades 3 to 6 about non-chronological reports and their features. It includes two example non-chronological report texts for you to examine in class. The resource is a PowerPoint presentation lesson complete with: √ Learning objective √ Success criteria √ Starter activity √ Review of relevant prior learning √ Teaching input/ information slides √ Examples of good non-chronological reports √ Speaking, listening, reading and writing tasks √ Explanations and examples of how to use each structural and language feature in your own non-chronological reports √ Consolidation tasks for each feature √ Whole class and independent activities √ Feature checklist √ Plenary Learning Objective: LO: To identify the structural and language features of a non-chronological report Success Criteria: I can distinguish between fiction and non-fiction. I can explain the meaning of ‘non-chronological’. I can describe how a non-chronological report is structured. I can identify language features of a non-chronological report. Lesson details: Starter activity - Sorting texts task Review of revelant prior learning - fiction & non-fiction Teaching input - meaning of non-chronological Example of a non-chronological report (6 text slides) Teaching input - structure of a non-chronological report, explanations, examples and consolidation tasks for these features (headings, sub-headings, an introduction, paragraphs, facts, photos, diagrams, key information boxes) Teaching input - language features of a non-chronological report, explanations, examples and consolidation tasks for these features (present tense, third person, generalisers, technical vocabulary, factual adjectives, formal language) Independent consolidation task Example of a non-chronological report (5 text slides) Feature checklist Plenary - Assessment of learning task This lesson can be a stand-alone lesson showing the features of a non-chronological report but it can also be part of a bundle of three lessons teaching children how to write non-chronological reports. This is lesson one of three. Lesson 1 - Identify the features of non-chronological reports and examine example texts Lesson 2 - Conduct own research into a topic and present findings (https://www.tes.com/teaching-resource/-13117269) Lesson 3 - Write own non-chronological report (https://www.tes.com/teaching-resource/-13118600) PLEASE NOTE - Please look at the ‘notes’ section of the PowerPoint for additional information about each slide. These include teaching tips, ideas and further explanations. This lesson is also suitable for being delivered remotely through online learning with some slight adaptations. It could combine very well with platforms such as Pear Deck and Nearpod.

This lesson is for you if… You are teaching the Cambridge Global English Stage 7 Curriculum You prefer to teach interesting and engaging lessons rather than straight out of a textbook You don’t want to spend hours and hours of your free time planning You are environmentally conscious so would rather not print tons of worksheets The PowerPoint presetation includes everything you need to deliver an outstanding lesson covering part 1.3 of the Cambridge, Stage 7, Global English curriculum (Making Connections - What should I give?). It does not include any of the Cambridge original material - it is simply a lesson covering the same objective and can be used alongside the Cambridge resource books. It includes: √ Starter activity √ Learning objective and success criteria √ Lesson input/ information slides √ Example text - radio interview script √ Paired, team and whole- class activities √ Differentiated consolidation activities √ Feature checklists √ Support slides for LA learners √ Speaking, listening, reading & writing activities √ All answer slides √ Plenary activity Learning Objective: LO: To plan and create a radio interview Success Criteria: I can listen to and understand a radio interview. I can answer comprehension questions about what I have heard. I can express my own opinion about gift giving in different cultures. I can use ‘should’ to give and ask for advice. I can identify the features of a radio interview. I can design some questions relating to the topic. I can plan detailed responses to the questions. There’s no need to print anything - students can complete their activities in their notebooks, on whiteboards or by discussing as a class/ in groups. The lesson includes a variety of engaging tasks and activities to suit the needs of different learners (ordering, reasoning, labeling, matching-up, filling-in-the-blanks, speaking, writing tasks etc.). PLEASE NOTE - Please look at the ‘notes’ section of the PowerPoint for additional information about each slide. These include teaching tips, ideas and further explanations. This lesson is also suitable for being delivered remotely through online learning with some slight adaptations. It could combine very well with platforms such as Pear Deck and Nearpod.

This resource includes everything you need to teach children grades 3 to 6 how to write instructions and recipes. It includes teaching input/ information slides for the structural and language features of instruction texts, an example of an instruction text, a modelled/ shared writing task, independent writing tasks and differentiated feature checklists. The resource is a PowerPoint presentation lesson complete with: √ Learning objective √ Success criteria √ Starter activity √ Review of relevant prior learning √ Teaching input/ information slides √ Example of an instruction text √ Speaking, listening, reading and writing tasks √ Feature checklist for instructions √ All answer slides √ Plenary Learning Objective: LO: To identify the features of and write my own set of instructions Success Criteria: I can read and understand a set of instructions. I can identify the purpose of a set of instructions. I can describe the structure of a set of instructions. I can identify the language features of a set of instructions. I can write my own set of instructions. Lesson details: Starter activity covering purpose of instruction texts, the difference between fiction and non-fiction and introducing recipes Teaching input - explaining what instructions are Example of a set of instructions (recipe) Speaking and listening task - mind-map of features Teaching input - Structural features of instructions + consolidation task: - Heading and subheadings - A list of ingredients - A list of equipment - Method - Bullet points and numbered points - Preparation time Teaching input - language features of instructions + consolidation tasks: - Time order adverbials - Present tense, imperative verbs - Second person pronouns - Formal, impersonal language - Adverbs Modelled/ shared write task - instruction writing Independent and differentiated consolidation writing task (3 levels) Differentiated feature checklists (3 levels) Plenary - Peer review task PLEASE NOTE - Please look at the ‘notes’ section of the PowerPoint for additional information about each slide. These include teaching tips, ideas and further explanations. This lesson is also suitable for being delivered remotely through online learning with some slight adaptations. It could combine very well with platforms such as Pear Deck and Nearpod.

This is a full lesson teaching how to draw inferences about what characters are thinking and feeling as well as what their motives and intentions are. It also covers making inferences from description, dialogue and action. This lesson is complete with all the activities you need to teach and consolidate this skill. An inference is an idea that is based on clues and implied details. Authors do not always explicitly state their meaning. Instead they may provide enough details to enable the reader to make an inference. We can make inferences about almost any detail in a story. We may infer what characters are thinking and feeling as well as what their intentions and motives are. We may also infer the setting from the description, character traits from dialogue or what is happening from descriptions of action. Predictions are also a type of inference made about the future. This lesson covers all these aspects of making inferences as well as how to support our inferences with evidence from the text. It is suitable for KS2 children and includes differentiated activities including reading and writing tasks designed to enable students to apply their understanding to their own work. This resource is a PowerPoint presentation which includes all the information and activities you need to teach children how to make inferences. PLEASE CHECK THE NOTES SECTIONS - The notes section also includes teaching tips, ideas and further explanations. The presentation includes: √ Learning objective √ Three success criteria √ Starter activity √ AFL Questions √ Teaching input - what are inferences and how can we draw them? √ Multiple reading exercises √ Multiple inference-making tasks for inferring feelings, thoughts, motives, intentions, the setting, character traits and events √ Teaching input - predictions √ Multiple prediction-making tasks √ Guided/ whole class consolidation activities √ Differentiated independent application activities (3 levels) √ All answer slides √ Plenary - AOL PLEASE NOTE - Please look at the ‘notes’ section of the PowerPoint for additional information about each slide. These include teaching tips, ideas and further explanations. This lesson is also suitable for being delivered remotely through online learning with some slight adaptations. It could combine very well with platforms such as Pear Deck and Nearpod.

This is a full lesson teaching how to use coordinating conjunctions. Coordinating conjunctions are used to link two main clauses, or two equal parts of a sentence together. We can use the acronym FANBOYS to help us remember the seven coordinating conjunctions: for, and, nor, but, or, yet & so. This resource is a PowerPoint presentation which includes the activities you need to teach children how to use coordinating conjunctions. In addition to teaching how to use coordinating conjunctions, the lesson also explains the difference between coordinating conjunctions and subordinating conjunctions and briefly introduces subordinating conjunctions at the end, in preparation for the next lesson. The notes section also includes teaching tips, ideas and further explanations. The presentation includes: √ Learning objective √ Three success criteria √ Starter activity - get children in the mood to write! √ Teaching input - what are conjunctions, there are two main kinds (coordinating and subordinating conjunctions) and the key differences between these. √ Review activities and mini plenaries throughout √ Differentiated questioning (3 levels) √ Guided/ whole class activities √ Differentiated independent activities (3 levels) √ All answer slides √ Plenary - Extend the learning PLEASE NOTE - Please look at the ‘notes’ section of the PowerPoint for additional information about each slide. These include teaching tips, ideas and further explanations. This lesson is also suitable for being delivered remotely through online learning with some slight adaptations. It could combine very well with platforms such as Pear Deck and Nearpod.

A full lesson presentation teaching what the past simple tense is, why we use it and how to write in the past simple tense. The past simple tense is used to talk about things that have already happened. It is used especially for describing things that we know when happened. All clauses (and so sentences) must have a verb. Verbs tell us the tense of a clause. We distinguish between regular and irregular verbs. Regular verbs are verbs which follow a rule to change to past simple (we add the suffix -ed to these words). Irregular verbs do not follow a rule to change to their past tense form. This lesson includes: √ Complete PowerPoint presentation for the full lesson √ Learning objective √ Three success criteria √ Starter activity √ Teaching input & information slides √ Consolidation activities √ Differentiated independent activities √ Differentiated questioning √ Speaking, listening, reading and writing tasks √ Extension & application tasks √ Plenary activity The lesson covers: Identifying the verbs in sentences Distinguishing between regular and irregular verbs Changing regular verbs to their past simple tense form Common irregular verbs in the past simple tense form Forms of the verb ‘to be’ (brief introduction) How to write in the past simple tense When to use the past simple tense/ why we use it PLEASE NOTE - Please look at the ‘notes’ section of the PowerPoint for additional information about each slide. These include teaching tips, ideas and further explanations. This lesson is also suitable for being delivered remotely through online learning with some slight adaptations. It could combine very well with platforms such as Pear Deck and Nearpod.

A full lesson teaching the difference between when to use ‘a’ and when to use ‘an’. We use ‘an’ in front of words (nouns and adjectives) which begin with a vowel letter (a, e, i, o and u). We use ‘a’ in front of words which begin with a consonant letter. The presentation consists of 27 slides and multiple activities helping children develop a solid and secure understanding of the differences between using ‘a’ and ‘an’. The lesson includes: √ Learning objective √ Three success criteria √ Starter activity - AFL - fill in the blanks √ Teaching input slides - Explaining when to use ‘a’ and when to use ‘an’ √ Recap/ Mini Plenary activity √ Consolidation activities √ Extension activity √ Differentiated independent task √ Writing task - application for learning √ All answer slides √ Plenary activity PLEASE NOTE - Please look at the ‘notes’ section of the PowerPoint for additional information about each slide. These include teaching tips, ideas and further explanations. This lesson is also suitable for being delivered remotely through online learning with some slight adaptations. It could combine very well with platforms such as Pear Deck and Nearpod.

A full lesson (complete with activities) which teaches the key concepts from Cambridge stage 6 - ESL - Unit 8 - Entertainment. Success Criteria: •I can name and identify different activities done for entertainment. •I can use past participle adjectives to describe feelings and qualities. •I can describe the negatives of on-screen entertainment. •I can describe the history of films. •I can use the past simple passive to talk about events •I can create a timeline. The presentation includes: √ Learning objective √ Success criteria √ Starter activity designed to engage √ Two vocabulary - definition match activities √ Past participle adjectives grammar activity √ Speaking games and discussion tasks about on and off-screen time √ Information slides - how to identify the meaning of unfamiliar words √ Reading task - Too Much Screen Time? √ Fact discussion - addiction to screens √ Time line task looking at the history of film √ Past simple passive - what is it + how and why do we use it? √ Past simple passive grammar consolidation activities (differentiated) √ Extension tasks and writing tasks √ Independent research activity - the history of an invention √ Vocabulary anagrams activity - alternative words for ‘said’ √ Plenary task √ All answer slides PLEASE NOTE - Please look at the ‘notes’ section of the PowerPoint for additional information about each slide. These include teaching tips, ideas and further explanations. This lesson is also suitable for being delivered remotely through online learning with some slight adaptations. It could combine very well with platforms such as Pear Deck and Nearpod.